The demand for communication skills training for science research postgraduates (RPGs) has been increasing over the years. Many potential scientists and researchers in the industry are under enormous pressure to get published (Cargill, O'Connor & Li, 2012) and to attend conferences and seminars. In light of the aforementioned needs, all first-year HKUST science RPGs enrolled after September 2012 are required to take a discipline-specific academic English course entitled "Postgraduate English for Science Studies". It aims at providing science RPGs with academic writing and oral presentation training. This paper presents the evolution of this science ESP course, with a focus on the impact of course design and class activities on RPGs' learning. Data collected over two academic terms, including post-course questionnaires and other course materials, will be presented. Results suggested science RPGs found the ESP course most beneficial when more advanced topics were covered, such as title writing in manuscripts and dissertations, analyzing features of different science writing genres, as well as learning how to use analogies in science presentations. Authentic text analyses, individual consultations and presentation rehearsals are shown to be effective means to deliver learning materials to RPGs. ESP teachers should act as managers, facilitators and collaborators. Pedagogical implications and areas for further research will also be discussed.